The event was presided over by 吃瓜头条’s Deputy Vice-Chancellor for Research, Innovation and Outreach (RIO), Prof. Caroline Thoruwa, who represented the Ag. Vice-Chancellor, Prof. John Okumu while y delegation was led by Vice-Chancellor Dr. Christopher Mutembei, alongside senior university officials, academic staff and internship students.

Founded in 2010 and granted its charter in 2022, is situated on a 110-acre campus in Kitengela, Kajiado County. The institution was established under the leadership of Prof. Badru Dungu Kateregga, who served at 吃瓜头条 between 1979 and 1986 and later spearheading the establishment of The East African University.听

The partnership seeks to promote academic excellence through collaborative research, staff and student exchange programmes, mentorship, innovation and the sharing of knowledge and resources. During the engagement, TEAU highlighted its two principal schools; The School of Education and Social Sciences and The School of Business and Economics, while expressing its readiness to collaborate with 吃瓜头条 in expanding educational opportunities and fostering regional academic growth.

A key highlight of the occasion was the presentation of more than 800 carefully selected library books (volumes) to . The donation symbolised friendship, institutional goodwill and the shared belief that knowledge achieves greater impact when it is shared. Prof. Caroline Thoruwa noted that “These resources will help nurture ethical scholars and responsible citizens capable of contributing to the socio-economic transformation of the East African Community.”

The engagement further underscored the importance of investing in human capital through strong academic partnerships, the exchange of research findings and collaborative innovation. As 吃瓜头条 continues to expand its regional and international partnerships, the collaboration with The East African University demonstrates a shared commitment to academic excellence, knowledge creation and improving lives through quality education.

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The congress provides an important platform for knowledge exchange, leadership development and collaboration, equipping the next generation of energy professionals with the skills and networks required to drive sustainable solutions for Africa’s evolving energy sector. It also reflects the University’s continued commitment to fostering partnerships that bridge academia and industry while promoting research, innovation and technological advancement.

This year’s congress marked a historic milestone for the Society of Petroleum Engineers, becoming the first edition to be attended by both the SPE Chief Executive Officer and Executive President, Simon Seaton, and the SPE International President, Dr Jennifer Miskimins. Their participation underscored the growing global significance of the African student congress and its contribution to shaping the future of the energy industry.

Welcoming delegates, Patron of the Society of Petroleum Engineers, 吃瓜头条 Student Chapter, Dr Chris Wambua, highlighted the importance of investing in young professionals through mentorship, innovation and practical engagement with emerging trends in the energy sector. He encouraged participants to maximise the opportunity to learn, collaborate and build networks that will support their professional growth.

Ag. Executive Dean, School of Engineering and Architecture, Dr Eng. Daniel Okanga Oyoo reaffirmed the University’s commitment to excellence in engineering education, research and industry engagement. He challenged students to embrace innovation and develop practical solutions capable of addressing Africa’s current and future energy needs while advancing sustainable development.

Representing the Ag. VC, Prof. John Okumu, Registrar (Academic), Prof. Bernard Kivunge officially welcomed delegates and commended the Society of Petroleum Engineers for selecting 吃瓜头条 as the host institution. He noted that the congress aligns with the University’s vision of promoting academic excellence, international collaboration and scientific innovation while preparing graduates to contribute meaningfully to national and global development.

Regional Director, SPE Africa and Chief Executive Officer of the Chamber of Oil Marketing Companies, Ghana, Dr Riverson Oppong, emphasised the importance of strengthening collaboration between universities and industry in developing innovative and sustainable energy solutions. He noted that partnerships between academia and the private sector remain essential in preparing future professionals capable of responding to emerging energy challenges.

The opening ceremony brought together delegates from across Africa alongside representatives from industry, academia and research institutions, reaffirming the Society of Petroleum Engineers’ commitment to nurturing future leaders through technical excellence, leadership development and international networking. As discussions continue throughout the congress, participants are expected to forge partnerships and generate innovative ideas that will contribute to a resilient, sustainable and inclusive energy future for Africa.

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KENYATTA UNIVERSITY FACULTY DISSEMINATION SEMINAR

Date: 18th June 2026

Venue: 吃瓜头条 Business and Students鈥� Centre

The global displacement crisis has reached an unprecedented scale, with over 120 million people worldwide forced to flee their homes. Here in Kenya, we host two of the world鈥檚 largest refugee zones, the Kakuma Refugee Camp in Turkana County and the Dadaab Refugee Complex in Garissa Count, which together shelter more than 200,000 refugees and asylum seekers. For these individuals, and for internally displaced persons (IDPs) across borders in regions like Bosaso and Mogadishu, Somalia, displacement often means a devastating halt to education.听

The systemic disruptions to schooling, an almost complete absence of structured pathways to higher education, linguistic barriers, and severe digital exclusion create a cycle that locks displaced communities out of the modern economic landscape.听

To dismantle these barriers, the Inclusive and Innovative Digital Education for Migrant Communities (IIDEMIC) project was born. Led by 吃瓜头条 and funded by the European Commission and the EACEA under the Erasmus+ Capacity Building in Higher Education (CBHE) Programme, this multinational consortium spans six institutions across Kenya, Somalia, Poland, and Turkey. Our core mission is simple yet transformative: to leverage technology to deliver inclusive, skills-oriented education that restores dignity, fosters self-reliance, and builds social cohesion.听

Real Impact in Challenging Environments

On June 18, 2026, the IIDEMIC Project Team gathered with university leadership and faculty at 吃瓜头条 for a dissemination seminar to share our preliminary findings and operational milestones. What the data reveals is a testament to what is possible when inclusive design is collaboratively embraced.听

Despite operating in resource-constrained environments, the project has successfully reached:

• 900 total enrolled participants across all our implementation sites.听
• 800+ learners actively engaged in ongoing courses.听
• An incredible 54% course completion rate (for most of the 10 courses offered) on our custom Moodle Learning Management System (LMS)鈥攁 remarkable feat given the infrastructural hurdles.听

We have fully developed and deployed a mobile-friendly, low-bandwidth optimized lifelong learning platform integrated with assistive technologies. Concurrently, our team has rolled out a comprehensive teacher training curriculum (of 10 21st Century courses), fundamentally shifting educator confidence in utilizing digital tools to support participants with diverse needs.听

What We Have Learned: Key Insights from the Field

Our implementation journey across seven comprehensive work packages has yielded critical insights into how digital interventions must adapt to survive in displacement settings:听

1. Mobile-First and Self-Paced Design is Non-Negotiable

Displaced learners deal with highly unpredictable schedules, constant mobility, and limited device sharing. Our findings show a resounding preference for mobile learning and short, skills-oriented courses. Designing for mobile environments from day one is what keeps these learners connected.听

2. Localized Content Drives Success

Standardized, monocultural education fails in diverse settings. When content is co-designed with multi-country partners to reflect their unique cultures, lived realities, and languages, learner engagement and course completion rates rise.听

The Road Ahead: Confronting Challenges and Scaling Up

While our initial successes are encouraging, our data has highlighted critical areas that demand immediate, intentional advocacy and action.

A stark gender disparity currently exists within our data, with female participation standing at only 12%. Moving forward, the IIDEMIC team is prioritizing targeted female outreach, working directly with refugee camp women鈥檚 organizations, and restructuring course schedules. Furthermore, persistent structural challenges like language barriers and local connectivity deficits mean we must continue refining offline-capable solutions.听

To ensure the seeds sown by the IIDEMIC project grow into permanent structures, we are calling upon our academic and policy stakeholders to support our next strategic steps:

• Institutional Sustainability: Collaborating with ICT directorates to secure long-term, post-project hosting for the lifelong learning platform.听
• Academic Institutionalization: Establishing accredited short certificate programmes through the School of Education and Lifelong Learning (SOE&LLL) and embedding service-learning into teaching practices.听
• Policy Mainstreaming: Engaging the Ministry of Education and national policy bodies to scale this inclusive digital model at a national level.听

Join Us

Education is a fundamental human right, not a luxury dictated by geographic or legal status. The IIDEMIC project proves that with collaborative, empathetic, and innovative digital frameworks, we can bridge the gap between displacement and opportunity.听

We invite researchers, educators, policymakers, and community advocates to partner with us as we refine this model, expand our reach, and continue unlocking the immense, untapped potential of migrant and host communities in Eastern Africa.听

For inquiries, collaborations, or to access our open educational resources, please reach out to the 吃瓜头条 IIDEMIC Project Team at iidemic.project@ku.ac.ke.听

ERASMUS+ CBHE IIDEMIC PROJECT

Department of Educational Communication & Technology

Research Team:听

• • Professor Mildred Nawiri – Researcher
  • Dr. Adelheid M. Bwire 鈥� PI & Project Coordinator
  • Dr. Marguerite Miheso- O鈥機onnor – Researcher
  • Dr. Francis Mwangi – Researcher
  • Dr. Beatrice Bunyasi – Researcher
  • Dr. Priscilla Ndegwa – Researcher
  • Mr. Denis Korir 鈥� Administrator/ICT & E-learning Support听
  • Mr. Norman Kemboi 鈥� Field Liaison/E-learning Support, Dadaab

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吃瓜头条 continues to demonstrate its commitment to impactful research through the outstanding work of PhD candidate Regina Wango Kasau from the School of Engineering and Architecture, whose study on the architectural design of correctional facilities has attracted national attention.

Regina’s research examines how the physical design of Kamiti Maximum Security Prison influences the psychological well-being, behaviour, and rehabilitation of inmates. The study highlights the significant role that architecture plays in shaping correctional environments and contributes to ongoing discussions on prison reform and human-centred design.

The research has been widely applauded for addressing a critical yet often overlooked aspect of the criminal justice system. It has also been featured by , where readers commended the relevance and originality of the study, underscoring the growing impact of 吃瓜头条’s research beyond academia.

The study reflects the University’s commitment to generating knowledge that informs policy, addresses societal challenges, and contributes to sustainable national development. By integrating architectural innovation with social research, Regina’s work demonstrates how multidisciplinary scholarship can provide practical solutions to complex societal issues.

The research findings have also been published in the East African Journal of Interdisciplinary Studies, further affirming the academic quality and significance of the work within the wider research community.

Members of the public, researchers, students, and professionals are invited to watch Regina Wango Kasau’s full PhD presentation on the to gain deeper insights into the study and its recommendations for designing correctional facilities that better support rehabilitation.

吃瓜头条 congratulates Regina Wango Kasau on this remarkable achievement and remains committed to fostering innovative research that creates meaningful impact locally, regionally, and globally.

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The University recently hosted a high-level delegation from the University of Southern Denmark (SDU) for a courtesy call aimed at establishing collaboration under the Co-Designing Kenyan-Danish AI and Robotics for Sustainability and Impact (CO-KENDAI) initiative. The engagement, chaired by Prof. Caroline Thoruwa, DVC (Research, Innovation and Outreach), brought together academic leaders and international partners to explore opportunities for advancing research, innovation and capacity building through emerging technologies.

The University delegation comprised Prof. Waceke Wanjohi, DVC (Academic); Dr. Peter Kamau, Executive Dean, School of Engineering and Architecture; Dr. Tom Ratemo, Deputy Executive Dean, School of Law and Social Sciences; Dr. Ken Iloka, Coordinator of the CeZeri Lab specialising in drone technology; and Eng. Isaac Maina, Chair, Department of Mechanical Engineering. The delegation also included researchers and technical experts supporting the University’s growing agenda in artificial intelligence, robotics and drone technology.

The visiting delegation from the University of Southern Denmark comprised Hon. Yvonne Apiyo of the Swiss Parliament, Prof Kathrin Maurer, Dr. Eva Christensen and Prof. Ulrik Pagh Schultz from the University of Southern Denmark. Their visit reflected a shared commitment to building long-term academic and research partnerships that will foster innovation, knowledge exchange and sustainable development.

At the heart of the discussions was the CO-KENDAI initiative, an ambitious programme designed to establish an equitable higher education partnership between Kenyan and Danish institutions. The initiative seeks to harness artificial intelligence, robotics and drone technologies to address sustainability challenges while strengthening teaching, research, innovation and community engagement. By combining expertise from both institutions, the partnership is expected to create solutions that respond to real-world challenges while enhancing knowledge exchange and institutional growth.

The meeting highlighted the transformative potential of drone technology in environmental conservation, precision agriculture, disaster management, infrastructure monitoring and other sustainable development initiatives. Participants also explored interdisciplinary collaboration by integrating engineering, law, social sciences and the humanities to promote the responsible and ethical adoption of emerging technologies.

Discussions further focused on opportunities for student and staff exchange programmes, joint research projects, curriculum development, internships, innovation hubs and the establishment of drone training and certification programmes. These initiatives are expected to strengthen innovation ecosystems, equip students with practical industry skills and foster entrepreneurship through meaningful collaboration with industry and other stakeholders.

The engagement also underscored the importance of developing sound policy and legal frameworks to support the responsible use of drones and artificial intelligence in Kenya, drawing on international best practices while responding to local priorities and emerging needs.

Speaking during the meeting, Prof. Caroline Thoruwa reaffirmed the University’s commitment to international partnerships that advance research excellence, innovation and sustainable development. She noted that collaborations such as CO-KENDAI create valuable opportunities for students, researchers and the wider community while strengthening the University’s contribution to transformative education, cutting-edge research and sustainable innovation.

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Dr. Hongo was speaking during the Women in Technology & Innovation Africa (WITIA) Creative Futures Forum held at Safari Park Hotel, where she led a delegation of 12 students from 吃瓜头条 to the high-level continental event that brought together innovators, creatives, technology leaders and youth from across Africa.

Speaking during a panel discussion themed 鈥淲omen, Youth and the Future of Creative Work 鈥� Gender Inclusion, Access to Capital and Policy Gaps,鈥� Dr. Hongo underscored the urgent need to equip women with critical knowledge on intellectual property rights, noting that lack of awareness continues to hinder women鈥檚 advancement in technology, innovation and the creative economy.

She further observed that inadequate mentorship opportunities among women remain a major challenge affecting the growth of female innovators and creatives across the continent, calling for stronger mentorship structures and intergenerational support systems to nurture emerging talent.

Dr. Hongo also challenged prevailing societal perceptions surrounding the girl child, emphasizing that some traits often viewed as weaknesses can instead be transformed into strengths that propel women toward leadership, innovation and economic empowerment.

The event also showcased the growing innovative capacity of 吃瓜头条 students, with the University delegation winning KSh 10,000 from Wasaa Company after demonstrating outstanding creativity in marketing the Wasaa App 鈥� a digital platform designed to enable content creators to monetise their creative work.

In a further highlight of the forum, the 吃瓜头条 students captivated guests with creative stage performances that blended communication, artistic expression and youth talent, reflecting the University鈥檚 continued commitment to nurturing holistic and industry-relevant skills among learners.

Technology entrepreneur Oyugi James urged young people to focus on identifying societal challenges and developing innovative solutions around them, noting that sustainable wealth creation lies in solving real-world problems. He further encouraged youth to monetise their talents and embrace creativity as a viable economic opportunity within Africa鈥檚 rapidly evolving digital landscape.

The WITIA Creative Futures Forum, hosted by , focused on innovation, inclusion and the future of Africa鈥檚 creative economy, while creating a strategic platform for dialogue on technology, youth empowerment, digital inclusion and sustainable development.

吃瓜头条鈥檚 participation in the forum further reaffirmed the institution鈥檚 growing role in shaping transformative conversations around communication, innovation, creativity and youth empowerment in Africa鈥檚 emerging knowledge economy.

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Representing the Vice-Chancellor, Prof. John Oyore, Associate Professor of Epidemiology, Department of Family Medicine, Community Health and Epidemiology, set the tone by clearly articulating the significance of the research. He noted that KU was honoured to host the engagement, which convened key stakeholders committed to advancing disability inclusion, while also emphasising the University鈥檚 ongoing efforts to strengthen inclusivity within the institution. Prof. Oyore further underscored that the research sought to investigate the barriers to disability inclusion and examine what these challenges mean for the University environment. The findings, he stated, are expected to create awareness, strengthen inclusion at 吃瓜头条 and support the University in achieving its strategic objectives. 鈥淭here is even potential for this research to improve global ranking,鈥� he added.

Subsequently, Dr. Lubna Mazrui, Director of the Directorate of Disability Services, welcomed the reunion of alumni and highlighted KU鈥檚 long-standing collaboration with Sightsavers, noting that four projects are currently underway. She acknowledged that the partnership has significantly enriched the institution. Her presentation pointed to the glaring gap that informed the research. Despite the growing body of literature on disability across Africa, no previous study had examined the experiences of persons with disabilities specifically within university research spaces. Existing studies, she explained, largely addressed disability in general, with most secondary data drawn from South Africa.

The existence of this gap, she continued, has resulted in several consequences, including the misinterpretation of findings and limited ownership and uptake of research outcomes by the very individuals the research is intended to serve. Consequently, the project seeks to address this knowledge gap while also contributing to the achievement of the Sustainable Development Goals (SDGs), particularly Goals 4, 10 and 16, in addition to aligning with four of KU鈥檚 strategic objectives. Dr. Mazrui further explained that the explanatory study, conducted at 吃瓜头条 over approximately 15 months, underwent three phases: literature review, document photography and in-depth interviews, culminating in the development of disability-inclusive models.

After Dr. Mazrui identified the gaps, Dr. Margaret Murugami, Senior Lecturer in the Department of Early Childhood and Special Needs Education, presented what the research had developed to address them. She unveiled the study鈥檚 most tangible outcome: a disability-inclusive model and accompanying training manual developed directly from the research findings. Dr. Murugami noted that models are critical because they define and shape how disability is approached, stressing that existing frameworks have consistently failed to adequately capture the real barriers persons with disabilities encounter within research environments, making the development of a new model not only relevant but necessary.

The model targets a broad spectrum of users, including KU staff, students, supervisors, policymakers and disability inclusion practitioners. It is anchored on three core measures: training supervisors and adapting curriculum content; providing accessible digital platforms and assistive software; and modifying the physical environment together with available research tools. The training manual, she added, carries one clear objective, which is to contribute to research spaces that are accessible, respectful and genuinely inclusive for persons with disabilities.

A model, however comprehensive, is only as effective as the people expected to implement it. Mr. Moses Chege, County Director, Sightsavers Kenya, recognised this reality. He observed that while many people desire to practise inclusion, they often do not know how to implement it effectively, a remark that resonated strongly with attendees. Mr. Chege commended 吃瓜头条 for its commitment and passion towards disability inclusion, particularly highlighting the university鈥檚 dedicated transport systems for persons with disabilities, a provision he noted remains uncommon outside the institution. He further applauded Dr. Mazrui and her team for their sustained efforts in advancing disability inclusion on campus. 鈥淲e look forward to continuing this collaboration with KU,鈥� he stated, reaffirming Sightsavers鈥� commitment to the partnership.

Chege鈥檚 observation鈥攖hat people often do not know how to practise inclusion鈥攚as precisely what the research sought to address. The research evidence, presented by Mr. James Ngerere and Ms. Sheru Muuo, reinforced this reality. The presentation revealed that the study analysed 17 documents comprising 16 journals and one report. While presenting the findings, Mr. Ngerere, Research Associate and Sightsavers Evidence Uptake and Learning Manager, explained that five major themes emerged from the data, each highlighting both barriers and enabling factors.

The findings revealed that students with disabilities reported exclusion from group work and persistent assumptions about their research capabilities, while staff with disabilities described being sidelined from research opportunities and roles. The study further identified inaccessible online learning environments, delays in braille and audio adaptations, limited awareness of available support services and challenges associated with outdated assistive technology. Among the issues highlighted was the KUSOMA learning platform, which participants noted had disadvantages for visually impaired users.

Despite these challenges, participants acknowledged several positive interventions already in place, including KU鈥檚 provision of magnification-enabled computers and existing physical accessibility measures across parts of the institution. Discussions during the Q&A session called for more deliberate, disability-specific interventions across departments, with participants emphasising the need for awareness training for both teaching and non-teaching staff. With the findings now public, alongside the disability-inclusive model and training manual designed to guide future action, stakeholders expressed optimism about the possibility of meaningful institutional transformation.

Beyond addressing institutional gaps, the event reinforced 吃瓜头条鈥檚 image as a forward-thinking and socially responsible institution committed to inclusion, accessibility and the dignity of all members within its academic community鈥攆urther strengthening its reputation as a university actively working to transform research into meaningful societal change.

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The Sub-Saharan Africa Teacher Leadership for Education for Sustainable Development (SSATL-ESD) Project is a transformative capacity-building project dedicated to advancing teacher leadership and strengthening Education for Sustainable Development (ESD) across the Sub-Saharan African region. The project seeks to empower teacher educators, academic institutions, and education stakeholders with the competencies, pedagogical approaches, and leadership capacities needed to drive sustainable development through education and transformative learning.

Led by Leuphana University L眉neburg and co-funded by the European Union through the Erasmus+ Capacity Building in Higher Education (CBHE) programme (Project No. 101177464), the initiative brings together a strong consortium of universities and partners committed to reimagining teacher education for a more sustainable and inclusive future. 吃瓜头条 is among the participating institutions, playing a key role in advancing ESD leadership, curriculum transformation, research, stakeholder engagement, and teacher professional development within the region.

Launch of Sustainability Starts with Teacher Leaders Course in 吃瓜头条

As part of the Erasmus+ funded , a comprehensive Training of Trainers (ToT) programme has been organized to strengthen institutional capacity for advancing Education for Sustainable Development (ESD) across participating higher education institutions in Sub-Saharan Africa. The training marks a significant milestone in the project鈥檚 implementation, bringing together selected academic staff and teacher educators to deepen their understanding of ESD leadership, transformative pedagogies, and sustainability competencies. Through this initiative, four teacher trainers from each participating institution are being equipped with the knowledge, skills, and facilitation approaches needed to champion ESD integration, mentor fellow educators, and drive institutional transformation towards more sustainable and inclusive education systems.

The development and implementation of the course is a collaborative effort under the SSATL-ESD consortium led by Rhodes University (WP3) and the University of Namibia (WP5), in partnership with 吃瓜头条 and other regional and European institutions.

Key partner institutions involved include: Rhodes University, University of the Witwatersrand Johannesburg, 听吃瓜头条, Jomo 吃瓜头条 of Agriculture and Technology (JKUAT), University of Namibia, , Namibia University of Science and Technology, 听University of Zambia, The Copperbelt University, University of Malawi, Catholic University of Malawi, and other participating institutions in 听Europe (Leuphana University L眉neburg, Heidelberg University of Education, Frederick University, University of Crete and Regional Center of Expertise on ESD, Greece

At 吃瓜头条, the training brought together academic staff engaged in Education for Sustainable Development and teacher education transformation, contributing to the broader regional goal of strengthening ESD leadership competencies aligned to SDG 4.7 and the African Union Teacher Education Competence Framework.

Approach / Methodology

The capacity-building process adopted a structured cascade learning model that integrates individual professional development, institutional strengthening, and international peer learning to ensure both depth of expertise and wide-scale impact in Education for Sustainable Development (ESD) leadership.

In the first phase, 吃瓜头条 strategically selected four academic staff members (from the School of Agriculture Environmental Sciences, School of Education and Lifelong Learning, School of Law, Arts and Social Sciences) actively engaged in ESD to undertake advanced training in online facilitation and moderation of the ESD leadership course. This initial investment focused on strengthening pedagogical and facilitation competencies required to support transformative, learner-centred online learning environments.

The second phase, commencing in June 2026, expands this foundation into a broader ecosystem of practice. The trained facilitators (master trainers) will mentor and support 51 participants from 吃瓜头条, together with 5 participants from St. Mark鈥檚 Kigari Teachers Training College and 5 from St. John鈥檚 Teachers Training College, Kilimambongo, as they undertake the online ESD leadership course. After the course completion, participants will collaboratively design and implement ESD change- projects within their respective institutional and community contexts, ensuring direct translation of learning into action.

Through this cascading model, the programme is expected to progressively build a critical mass of approximately 45 trained ESD facilitators and reach an estimated 400 ESD leaders across Sub-Saharan Africa. This approach not only strengthens individual and institutional capacity but also fosters a regional network of practice grounded in collaboration, peer learning, and sustained leadership for Education for Sustainable Development.

Quotes

鈥淭hrough this Training of Trainers on Education for Sustainable Development, I have strengthened my skills in transformative pedagogy and systems thinking for Green Economy and sustainability. The experience has reinforced my commitment to designing learner-centred and action-oriented learning that positions teachers as change agents. I look forward to applying these approaches in teacher education to advance SDG 4.7 and to strengthen sustainability leadership across Sub-Saharan Africa through collaboration and shared learning.鈥� – “Dr. Dorcas Otieno OGW, UNESCO Chair on Higher Education Development for a Green Economy and Sustainability, 吃瓜头条.

鈥淚 strongly believe that education for Sustainable Development should not merely be an addition of topics to the curriculum, it should aim at reviewing how learners see the world and their responsibility in sustaining their future鈥欌�� 鈥� Dr. George Onyango, School of Education and Lifelong Learning.

Contact details

For more details about the project, please visit our website:

Should you have any further questions, please write to Kenya Project Lead-unesco-chair-hedges@ku.ac.ke / otieno.beryl@ku.ac.ke

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Representing the Ag. VC, Prof. John Okumu, the DVC (Academic), Prof. Waceke Wanjohi, reaffirmed the University鈥檚 commitment to excellence in research, innovation and community impact. She observed that the establishment of the Research Chair aligns with the broader institutional vision of nurturing relevant, responsive and globally competitive scholarship that addresses pressing societal needs.

The Guest Speaker, represented by Prof. Mike Kuria, Chief Executive Officer of the Commission for University Education (CUE), described the initiative as both timely and strategic. He noted that the Research Chair has the potential to revolutionise education systems by embedding life skills and values within learning frameworks, while strengthening evidence-based policy and practice across the region.
鈥淭his initiative reflects the direction higher education must take, towards research that is practical, transformative and responsive to societal needs,鈥� he remarked, underscoring the importance of collaborative approaches in building resilient and future-ready education systems.

The partnership received strong endorsement from participating institutions, including the Commission for University Education (CUE), Mizizi Elimu Africa, National Research Fund, University of Embu, Kisii University, Africa Population and Health Research Center (APHRC) and Education Sub-Saharan Africa (ESSA). Representatives commended the collaboration for advancing a model capable of generating impactful research to transform education systems across Africa.
In his remarks, Dr. John Mugo, Executive Director of Mizizi Elimu Africa, emphasised the need to bridge the gap between research and practice. He noted that the initiative will catalyse a shift towards scholarship that delivers measurable societal impact while strengthening global competitiveness and informing policy and practice.
Additional support was expressed by representatives from the Ministry of Education, Kenya Institute of Curriculum Development (KICD), Teachers Service Commission (TSC), Kenya Institute of Special Education (KISE), Kenya Secondary School Heads Association (KECSHA), Kenya National Examinations Council (KNEC), APHRC, ESSA and the ALiVE programme.

The launch signals continued leadership in advancing research excellence and fostering strategic partnerships that drive innovation, policy development and sustainable impact, with a shared commitment to leveraging research as a catalyst for educational transformation across Africa.

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鈥淭he true success of this programme lies in the girls we have trained,鈥� noted Dr. Njihia as he officially welcomed everyone to the review meeting and praised the remarkable work that had been accomplished through the project. He noted that the initiative had already created meaningful change and expressed hope that its influence would continue long after the project itself ends.

According to Dr. Njihia, the true success of the programme lies in the girls who have been trained through the KUFESST Club. He emphasized that these young women now have the ability to carry the project鈥檚 mission forward by continuing to mentor and inspire others in their schools and communities.

Dr. Mutuma also commended the students for the way they interacted with the younger girls during the mentorship sessions. He highlighted the strong connection that had developed between the university students and the learners, noting that the younger girls responded positively to the mentors鈥� guidance and encouragement. He further praised the exceptional way in which the student mentors delivered their message and shared their experiences. The girls, he said, had made a lasting impact on their peer neighbours by giving them confidence, hope, and practical encouragement. Dr. Mutuma encouraged the student mentors to continue with this spirit of service at every stage of their lives. He urged them not only to mentor girls within their current communities, but also to go back to their former primary schools and extend the same support to younger learners there.

Dr. Lucy expressed her appreciation to Dr. Damaris and Dr. Njihi, the implementers of the peer mentoring project at 吃瓜头条, for introducing an initiative that has brought the university closer to the surrounding community. She noted that the project has made 吃瓜头条 more visible and meaningful in the lives of young girls and their families. She also thanked Mr. Nelson and Ms. Sera, the KUFESST patrons, for their dedication and excellent coordination throughout the programme. Their support, she said, had played a major role in ensuring that the activities ran smoothly and reached the intended schools. Dr. Lucy particularly appreciated the student mentors for their patience, commitment, and selflessness. She praised them for willingly giving their time and energy to ensure that younger girls could identify with them and learn from their experiences. 鈥淟ife is a cocktail,鈥� Dr. Lucy remarked, 鈥渁nd mentorship helps young girls navigate those different experiences with confidence.鈥� She explained that the mentors had helped the Grade 9 girls understand that the path ahead is not as strict or as difficult as it may seem.

Through their stories and interactions, the student mentors showed the younger girls that with determination, support, and confidence, they can overcome challenges and pursue their dreams.

Dr. Lucy concluded by encouraging the girls not to see this as the end of their involvement. Instead, she described the project as only the beginning of their mentorship journey and urged them to continue inspiring others wherever they go.

Dr. Damaris later gave a brief overview of the experiences of the student mentors throughout the project. She reflected on the journey the students had taken鈥攆rom receiving mentorship training to implementing the peer neighbour programme in Schools in Nairobi and Kirinyaga counties.

The schools reached through the initiative included Kiwanja Junior School, Kahawa Barracks Junior School, schools in Mwiki and Roysambu, as well as schools in Kirinyaga County. Through these visits, the students were able to engage directly with younger girls, share their stories, and encourage them to believe in themselves and their future.

The student reflections mark a significant milestone in the project, highlighting not only its success but also its sustainability. As these young mentors continue to extend their reach, the initiative stands as a powerful model for advancing gender equality in STEM through peer-driven impact.

As the meeting continued, Dr. Damaris invited the student mentors to share their own experiences and reflections on the journey. They were asked to speak about how they viewed the process, beginning with their training and ending with their experiences in the schools.

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